Three experimental groups from three different fishing villages were selected and administered with three extension treatments on two messages, namely, production of fish wafers and fish pickles. There was a significant knowledge gain in the subjects taught through different extension methods. It was observed that lecture aided with slides induced maximum knowledge followed by lecture aided with charts and lecture alone. Among all, the young and highly educated women gained maximum knowledge

Kandoran, M.K.

Thiagarajan, R.

Thomas, M.

Aquatic Commons

of e Relative ess of sion 
Methods in Educating Fisherwo en 
R. THIAGARAJAN, M. K. KANDORAN and MARY THOMAS 
Central Institute of Fisheries Technology, Cochin - 682 029 
Three experimental groups from three different fishing villages were selected and 
administered with three extension treatments on two messages, namely, production of 
fish wafers and fish pickles. There was a significant knowledge gain in the subjects 
taught through different extension methods. It was observed that lecture aided with 
slides induced maximum knowledge followed by lecture aided with charts and lecture 
alone. Among all, the young and highly educated women gained maximum 
knowledge. 
It is observed that most of the fisherwomen 
do not have any specific occupation except 
their household work. The idle time of 
these women can be properly utilized in the 
preparation of diversified fish products like 
fish wafers and fish pickles which have good 
demand in the market. Intensive pro-
grammes for training these women have 
been launched by various agencies in the 
production of diversified fish products. To 
make these efforts more effective, suitable 
clients of required age and qualification and 
suitable training methods have to be selected 
for training. 
Bohlen (1956) reported that education 
has a dose positive relationship with exten-
sion teaching methods. Mani (1976) repor-
ted that any one of the three combinations 
of extension methods namely, lecture aided 
with slides and discus;,ion, lecture aided with 
fl.ash cards and discussion and lecture with 
discussion was bound to increase the far-
mers' knowledge significantly in the topic 
taught. Study on the influence of age and 
education of fi.sherwomen and the impact 
of various extension methods do not seem 
to have been conducted in the transfer of 
fish processing technology. The objective 
of this investigation was to study the com-
parative effectiveness of extension methods 
and the influence of age and education of 
coastal women in the transfer of fish pro-
cessing technology. 
Materials and Methods 
Three extension treatments namely, lecture, 
lecture aided with charts and lecture aided 
with slides were selected. Three experimental 
groups were selected from three different 
fishing villages namely, Katoor(32), Arthun-
gal (31) and Saudi (26) in Kerala. The 
messages selected for the extension treat-
ment were (1) preparation of fish wafers 
and (2) preparation of fish pickles. AH 
the respondents in the three experimental 
groups were categorised into nine age and 
educational groups. 
The data were collected from the respon-
dents by using a wen structured knowledge 
check list constructed for the two messages. 
The independent variables used in the study 
were age, educational status, size of the 
family, employment status of the family, 
annual income and contact with extension. 
The knowledge gain of the clients was 
calculated as follows: 
Knowledge gain = Post exposure know-
ledge score-preexposure knowledge score 
The statistica! techniques used were paired 
't' test, Kruskal Wallis One Way Analysis 
of Variance by Ranks analysis of variance, 
mean, standard deviation, correlation and 
multiple regression analysis. 
FISHERY TECHNOLOGY 
EXTENSION METHODS IN EDUCATING FISHERWOMEN 73 
Table 1. Knowledge gained after immediate post exposure through the selected extension 
methods 
Extension Experimental 
methods groups 
Lecture alone Kato or 
Lecture aided Arthun gal 
with slides Saudi 
Lecture aided Arthun gal 
with charts Saudi 
** Significant at 1 per cent level 
Results and Discussion 
The Kruskal Wallis One Way Analysis 
of Variance by Ranks was worked out to 
identify the homogenity of the three experi-
mental groups and the H values for age and 
education were obtained as follows: 
H = 6.2689 (for age) 
H = 5.9612 (for education) 
The calculated H values for age and edu-
cation did not exceed the table values. This 
indicated that the three experimental groups 
were homogeneous in their age and edu-
cation. So it could be perceived that these 
three groups represented the same popu-
lation. 
To find out whether there was any signi-
ficant gain in knowledge at immediate post-
exposure stage due to the treatment, the 
paired 't' test was adopted. From the 't' 
value in Table 1, it is clear that there is 
significant gain in knowledge at immediate 
post exposure stage for all the three exten-
sion methods in all three experimental groups 
in the two messages. 
From the proportion of mean values, it 
could be seen that the knowledge gain is 
maximum for fish wafers in Arthungal area 
with the lecture aided with slides. Minimum 
knowledge gain was seen in the Katoor area 
for fish wafers and fish pickles. This low 
knowledge gain might be due to the reason 
that lecture alone was used. 
To find out difference, if any, in the gain 
in knowledge among the fisherwomen at 
immediate post-exposure stage with respect 
Vol. 25, 1988 
Subject Proportion 
of mean 
gain t 
Fish wafers 56.9927 11.2706** 
Fish pickles 52.0833 17.5368** 
Fish· wafers 91.2027 39.8412** 
Fish pickles 72.1209 33.5894** 
Fish pickles 66.6667 27.0589** 
Fish wafers 73.0118 15.5396** 
to three combination of extension methods 
irrespective of age and education, the ana-
lysis of variance was worked out (Table 2). 
It shows that the extension methods sig-
nificantly differed in their effectiveness 
when the three experimental groups were 
considered as a single population irrespective 
of their age and education. 
Table 2. Knowledge gain at immediate post 
exposure stage through different 
c.ombinations of extension methods 
Source df SS mss F 
Extension 
methods 2 173.40 86.7 5.58** 
Error 173 2688.55 15.54 
Total 175 2861.96 
** Significant at 1 per cent level 
Based on the mean values (Table 3) lecture 
aided with slides was most effective followed 
by lecture aided with chart and lecture alone. 
Table 3. Mean values of different extension 
methods 
Extension method Mean Critical 
value difference 
Lecture aided with 
slides 12.84 
L44 
Lecture aided with 
charts 10.98 
1.41 
Lecture 9.48 
74 R. THIAGARAJAN, M. K. KANDORAN AND MARY THOMAS 
The analysis of variance was worked out 
using the proportion of mean values to find 
out the effectiveness of different subject 
matters (Table 4). 
Table 4. Relative effectiveness of different 
subject matters in knowledge gain, 
immediately after the exposure 
Source df SS mss F 
Subject 
matter l 6042.79 6042.79 12.8.3** 
Error 176 82893.4 470.98 
Total 177 88936.19 
** Significant at l per cent level 
. The highly significant F-value shows that 
the knowledge gained in the subject matters 
taken up, significantly differed. It could 
be observed from the proportion of mean 
values (Table 5) that knowledge gain was 
more in the case of :fish wafers than fish 
pickles. This. can partly be attributed to 
the fact that the ingredients involved in the 
preparation of fish wafers are less and the 
method of preparation is simple. This 
simplicity of the subject probably made the 
coastal women understand this topic more 
easily. 
Table 5. Mean values for diffaent subject 
matters 
Subject matter Mean Critical 
value difference 
Fish wafers 74.5662 
6.3764 
Fish pickles 62.9131 
The highly significant F-value (Table 6) 
shows that different age groups significantly 
differed in their knowledge gain. Among 
the three age groups, young women (Table 7) 
gained maximum knowledge followed by 
mid adult group and late adult group. This 
shows that the young women have more 
receptive mind than the old. The critical 
difference also showed that the young women 
were superior in knowledge gain to mid 
adult, who were superior in knowledge gain 
to late adult women. 
Table 6. Relative effecti'veness of age varia-
tion in knowledge gain immediately 
after the exposure 
Somce df SS mss F 
Age 
groups 2 2252.40 1126.20 104.78** 
Error 86 587.78 6.83 
Total 88 2846.18 
** Significant at l per cent level 
Table 7. Mean values of different age groups 
Age group Mean Critical 
value difference 
Young women 23.00 
1.18 
Mid adult 21.27 
1.87 
Late adult 14.60 
Table 8 shows that the educational groups 
significantly differ in their knowledge gain. 
The women with high education got maxi-
mum knowledge gain those with medium 
education got medium knowledge gain and 
those with low education got minimum 
knowledge gain (Table 9). 
Table 8. Relative effectiveness of educa-
tional variation in knowledge gain 
immediately after the exposure 
Source 
Education 
group 
Error 
df SS 
2 799.60 
86 2040.58 
Total 88 2840.18 
mss 
399.8 
23.73 
** Significant at l per cent level 
F 
16.95** 
Tabfo 9. Mean values of different educational 
groups 
Educatil;mal groups Mean Critical 
values difference 
High 24.38 
2.9 
Medium 19.24 
2.38 
Low 16.53 
FISHERY· TECHNOLOGY 
EXTENSION METHODS IN EDUCATING FISHERWOMEN 75 
From Table 10 it could be inferred that 
the different age and educational (combined) 
groups significantly differed in their kno-
Table 10. Relative effectiveness of different 
· . age and educational groups (com-
bined) in knowledge gcdn after 
exposure 
Source df SS mss F 
Age and 
educational 
group 8 1416.55 177.06 9.55** 
Error 80 1423.63 17.19 
Total 88 2840.18 
** Significant at 1 per cent level 
Table 11. Mean values of different age 
Age and educational groups 
Young with high education 
Mid-adult with high education 
Mid-adult with medium education 
Young with medium education 
Young with low education 
Mid-adult with low education 
Late adult with high education 
Late adult with medium education 
Late adult with low education 
ledge gain. Table 11 shows. that those who 
belonged to young age with high education 
mid adult women with high education. 
Those who belonged to late adulthood with 
low education showed the lowest score in 
their knowledge gain. 
The critical differences reveal the touowmg. 
The young women with high education and 
mid-adult with high education were almost 
equal in their knowledge gain. Similarly 
the mid-adult with medium education, young 
with medium education and ·young with 
low education were more or less the same 
in their knowledge gain. The mid-adult 
with low education and the late adult with 
high education were similar m their 
knowledge gain. 
and educational (combined) groups 
Mean Critical 
value difference 
25.17 
2.81 
25.09 
3.77 
20.38 
3.61 
19.40 
5.2 
19.33 
1.97 
17.30 
6.4 
17.00 
3.2 
13.5 
4.7 
8.5 
Table 12. Means and standard deviations of selected socio-economic variables 
Variables 
Age (X 1) 
Education (X2 ) 
Size of the family (X3) 
Employment status of the family (X4) 
Annual income (X5) 
Contact with extension agency (X6) 
Knowledge gain (Y) 
Vol. 25, 1988 
Mean 
27.25 
2.42 
7.19 
1.52 
1350.67 
0.48 
21.55 
Standard 
deviation 
10.55 
LOl 
2.52 
1.01 
878.36 
1.24 
5.45 
76 R. THIAGARAJAN, M. K. KANDORAN AND MARY THOMAS 
Table 13. Correlation among socio-economic variables including knowledge gain ( N-89). 
X2 X:i. Xe, 
Xi -0.39** O.lONS 0.13NS 
X2 0.06NS 0.08NS 
Xs 0.61 ** 
Xi 
x5 
Xs 
** Significant at 1 per cent level 
* Significant at 5 per cent level 
NS=not significant 
The means and standard deviations of the 
socio-economic variables are shown in Table 
12. From Table 12 it could be seen that the 
had maximum knowledge gain foUowed by 
average age of the fi.sherwomen was 27 years. 
The average education was upto middle 
school. The average size of the family was 
7. In a family one or two persons were 
employed. The average annual income of 
the family was Rs. 1350/-
The correlation co-efficient of socio-eco-
nomic variables with knowledge gain is pre-
sented in Table 13. 
From the inter correlation of socio-eco-
nomic variables it could be seen that age 
and education are negatively correlated. 
Education and annual income, size of the 
family and employment status of the family 
showed highest positive correlation. Age 
showed highly significant negative corre-
lation and education showed highly signi-
ficant positive correlation with knowledge 
gain. This means that knowledge gain 
increases when level of education increases 
and age decreases. The contact with exten-
sion agency showed non-significant relation-
ship with knowledge gain. This was due 
to the fact that the :fisherwomen did not 
have any previous extension ·contact. 
Xs Xs y 
0.12NS 0.12NS -0.29** 
0.29** 0.04NS 0.48** 
0.22** 0.12NS 0.05NS 
0.05NS 0.03NS 0.14NS 
0.03NS 0.12NS 
0.17NS 
The multiple regression equation of kno-
ledge gain on the socio-economic variables 
y = 20.18 + 0.9X1 + 0.20X2 + O.l3X3 + 
0.58x4 + 0.0002x5 + 0.85x6 • R 2 is 0.29 (F = 4. 73** at 6,87) which is significant 
at 1 per cent level. Thus the six socio-
economic variables studied contributed 
about 29 per cent of the variation in 
knowledge gain score. 
The authors are grateful to Shri M. R. Nair, 
Director, Central Institute of Fisheries Technology, 
Cochin for his kind permission to publish this paper. 
The authors are also thankful to Shri H. Krishna 
Iyer, Head of Extension, Information and Statistics 
Division of CIFT for helping in the statistical ana-
lysis of the data and Shri K. K. Balachandran, Shri 
P. K. Vijayan and Smt. R. Thankamma, Scientists 
of CIFT for providing facilities to collect the data 
during the relevant training programmes. 
References 
Bohlen, J. M. (1956) Farm and Home 
Visit Iowa State College Extn. Lesson 
No. 2, 1-6 . 
Mani, K. (1976) An Experimental Study 
on the Relative Effectiveness of Three 
Selected Combinations of Extension 
Methods in Educating Farmers, M.Sc., 
(Ag.) Thesis. Tamil Nadu Agricultural 
University, Coimbatore 
FISHERY TECHNOLOGY 


Study of the relative effectiveness of extension methods in educating fisherwomen

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Study of the relative effectiveness of extension methods in educating fisherwomen

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